Date of Award

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy

College

College of Education and International Services

Program

Leadership PhD

First Advisor

Bordes, Henry-Saturne

Second Advisor

Zechariah Hoyt

Third Advisor

Marion Shields

Abstract

Problem

This study responds to the need to explore and/or propose models of leadership for Christian early childhood education and care (ECEC) settings in New Zealand (NZ). While previous studies identify love and care as a priority there is a need to define and prioritize Biblical understandings of love that may align with the principles of the national ECE framework. The study represents an alternative narrative to the neo-liberal influences which dominate areas of ECEC leadership through the marketization and standardization of children’s services nationally and globally.

Purpose of Study

Many factors contribute to the purpose of this study which seeks to understand and prioritize care and ‘love’ in the leadership of Christian Early Childhood Education and Care (ECEC) communities. The questions aimed to: 1) Identify the opportunities and barriers to the manifestation of love in ECEC leadership: 2) To explore Oord’s (2022) definition and theology of Pluriform love for overall well-being as a way to understand and promote intentional acts of love in ECEC communities, and 3): To explore ways of aligning Oord’s (2022) biblical understandings and definition of love with the principles and strands of the New Zealand Early Childhood Curriculum Framework, Te Whariki (MOE, 2017) as a way to propose a model or theory of leadership for Christian ECE Leadership.

Method

The study was approached through an advanced phenomenology of practice, or pheno-practice, which explores a phenomenon through the way it is practiced in settings relevant to the subjects lived world experiences. The research was conducted with three culturally diverse Christian ECEC leaders, through purposive face to face interviews and follow-up interviews through email. The research questions were designed to explore views and experiences in relation to how the participants manifest love leadership practices. To analyse the interview data, the Integral Model of Pheno-practice was used as a framework for identifying themes and categories according to the quadrants, cycles, lines and developmental dynamics of the model.

Findings

The study showed how the three participants manifested love through their Christian beliefs and motivations; their behaviours and teaching/leadership competencies; their approaches to culture and community building; and their responses to systemic demands from external bodies and policy requirements. Participants identified the value of the National Early Childhood Framework, Te Whariki (MOE, 2017) as a tool for promoting love through the four principles and five strands woven by Kiako (teachers) in programs and practices for individual care and community learning and development. Each participant affirmed the value of Oord’s (2022) definition of Pluriform love as a central principle of practice for ECEC leadership and proposed ways to present this in their services as a way to promoting intentional loving practices. The participants described their Christian beliefs and practices, demonstrating their intentional approaches towards manifesting love in many forms and dimensions through individual and collective, relational responses to children, colleagues, and families as a way to sustain personal and community well-being. Their commitment towards manifesting love was expressed through leadership challenges experienced during the COVID 2019-2023 pandemic.

Recommendations

The study creates opportunities for further research in theory and practice in multiple areas. A key recommendation proposes the further investigation of Oord’s (2022) definition and theology of love as a key principle for Christian ECEC philosophy and practice to be promoted through professional development programs that address ECEC teacher beliefs about love, their behaviours and competencies for loving practice, and to provide a foundation for establishing cultures of love in diverse ECEC communities.

Subject Area

Leadership; Early childhood education; Love; Phenomenology

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